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A few months ago, I interviewed Dianne Parker, a school counselor for Coleman Middle school in Duluth, Georgia. She expressed that in recent years, the need for interventions for severe mental illness have been a big need throughout the community. Especially within the recent year due to COVID-19. Students were alienated, lost social skills, and increased suicide ideation. I wanted to focus on the need for intervention strategies that include coping with mental illness in middle school aged children.

Students who suffer from a mental illness may experience isolation, harassment and bullying (Henderson, 1993). This leads to suffering in silence due to the negative stigma that surrounds mental illness. When discussing the issue of mental illness, it is important to tell students that although some depictions of mental illness can be severe, most cases of mental illness can be managed and that there are recovery options (Henderson, 1993).

The purpose of a psychoeducational program about mental illness is for school counselors to to educate students about mental illness and the effects of mental illness (Henderson, 1993). Additionally, it teaches students, teachers, school counselors, and administrative teams to look for signs that would reflect a mental illness in students (Henderson, 1993).

This program is split into four sessions which educate students on mental illness; recognizing signs, who to go to for help and becoming an advocate for students who do require assistance (Henderson, 1993). Additionally, this program is designed to help facilitate a safe learning environment with minimal distractions should a student require help with their mental illness (Henderson, 1993). Following this program, students, teachers, school counselors and administrative teams will recognize signs of mental illness becoming advocates for the future (Henderson, 1993).

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What is Depression or Anxiety? A child's viewpoint 

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What is Depression or Anxiety? A child's viewpoint 

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Anxiety and depression in kids: Healthy Head to Toe

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This program consists of four sessions that target student's understanding of mental illness.

The first session is designed to understand how students view mental illness. The students are required to watch movies, stories or other visual/hearing aids which depict symptoms of mental illnesses (Henderson, 1993). Students are then asked to describe what they saw based on what they currently know about mental illness (Henderson, 1993). In many instances a school counselor will see that there are negative stereotypes surrounding their initial observation of individuals with mental illness. Some will believe that only certain races, or socioeconomic status individuals suffer from mental illness, others will think it includes outrageous behavior such as wearing tin hats (Henderson, 1993). Following the initial discussion, school counselors will have a discussion with the students about the stereotypes surrounding mental illness as well as the stigma that is associated with mental illness (Henderson, 1993). The purpose of this session is to remove the negative stigma that surrounds mental illness and teach students to recognize signs of mental illness while creating a safe environment for their peers (Henderson, 1993).

The second session begins with a historical understanding about the treatment of individuals in America with mental illness (Henderson, 1993). Students are then given information about available resources in their area, psychiatric hospitals, and the process of diagnosing someone with a mental illness (Henderson, 1993). This session focuses on how treatment may be different for each individual depending on diagnosis, access to resources, and discrimination (Henderson, 1993). Students are then required to break into small groups and think of ways that they can be advocates for a peer suffering from a mental illness (Henderson, 1993). This can include providing resources for them, clothing, or just a simple need to keep the student involved instead of isolated.

The third session is where students will practice active listening, where students again, break into small group and discuss some of their main concerns (Henderson, 1993). Students will then reflect what they learned about their peer to demonstrate active listening (Henderson, 1993).

The fourth and final session is about seeking help when you need it (Henderson, 1993). The session starts with the school counselor providing information to students about how they can seek help in a private way (Henderson, 1993). This takes the judgment away from the students. Additionally, students are told that their information will only be shared if the student allows the school counselor to do so (Henderson, 1993). During this session, the students learn that although the counselor cannot provide them with a physical diagnosis, they can act as a liaison between the teachers and administrative staff. (Henderson, 1993).

After the four sessions are complete, students should be able to identify behaviors relevant to mental illness. Students will be able to create a safe space for their peers and be active listeners to their peers concerns. Furthermore, students will help reduce the negative stigma that surrounds mental illness. Teachers, school counselors, administrative staff and other staff will provide resources for students that may be suffering with undiagnosed and undetected mental illness. These shareholders will also create a safe space for students to discuss their concerns surrounding their mental health.

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New York State recently required schools to include the topic of mental health and mental illness in their curriculum (Glickman-Rogers, & Zirogiannis, 2019). Oceanside Middle School wanted to do more than and brought the reality of mental illness to students via literature (Glickman-Rogers, & Zirogiannis,  2019). Students were required to read The Science of Breakable Things by Tae Keller (Glickman-Rogers, & Zirogiannis, 2019).

In this novel, Natalie is on a mission to save her mother who has trouble getting out of bed in the morning thus introducing students to depression (Glickman-Rogers, & Zirogiannis,  2019). Students read the book during their English language Arts [ELA] classes and had an open discussion about the effects of mental illness and creating a safe space for students (Glickman-Rogers, & Zirogiannis, 2019).

Prior to the staff and students reading the book paired with open dialogue about mental illness, the topic of discussing mental illness has increased both in the staff and in the students (Glickman-Rogers, & Zirogiannis, 2019). Although this was the first year that Oceanside Middle School participated in using literature to discuss mental illness, they planned to continue this process as the years progress (Glickman-Rogers, & Zirogiannis, 2019).

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By May 2022, middle school aged students will experience an increase in screening for undiagnosed and undetected mental illness by 20% to 40% per grade level.

S- Nearly 20% of middle school aged children suffer from a mental illness (Glickman-Rogers, & Zirogiannis, 2019). Many students do not even notice the signs of mental illness in their peers (Henderson, 1993). . Teachers, administrative staff, school counselors and peers will be able to recognize signs of undetected or undiagnosed mental illness in middle school aged children.

M -Measure data using pre and post surveys. One survey will be given to students asking them to identify signs of mental illness prior to the four sessions, and one will be given after. This will help determine if students understand the signs of undetected or undiagnosed mental illness.

A- Students, teachers, school counselors and administrative staff will be able to recognize signs of undetected and undiagnosed mental illness in the students. They will create a safe space for students to express their concerns without fear of backlash.

R- Data will be collected prior to the four sessions students will take and after. This data will allow counselors to see if students can recognize signs of mental illness. Rates of reported undiagnosed or undetected mental illness will increase if these sessions are working appropriately.

T- May 2022

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*M1 - Students should develop a healthy balance between their physical, emotional, and social well being (ASCA, 2019).
*M2 - Creating confidence within students for success (ASCA, 2019).
*M3 - Creating a sense of belonging in the school environment (ASCA, 2019).
* M5 - School counseling is a collective effort that involves students, teachers, parents, administrative staff, school counselors, and other school staff (ASCA, 2019).
*M7 - Effective school counseling programs will enhance student's academic success, emotional success and career readiness (ASCA, 2019).

*B-LS 6 - Students will be able to create both short and long term goals for social, emotional and academic success (ASCA, 2019).
*B-SMS 6 - Students will be able to overcome barriers (ASCA, 2019).
*B- SMS 9 - Students will be able to demonstrate safety skills (ASCA, 2019).
*B-SS 2 - Students will be able to create successful and supportive relationships with their peers (ASCA, 2019).
*B- SS 3 - Students will create successful relationships with adults (ASCA, 2019).
*B-SS 4 - Students will learn empathy (ASCA, 2019).
*B-SS 8 - Students will develop advocacy skills and learn when they need to intervene (ASCA, 2019).
*B-SS 9 - Students will be able to demonstrate social maturity and will react appropriately to situations (ASCA, 2019).
*B-PF 5 - Use the ASCA mindsets and behaviors to develop a comprehensive school counseling program (ASCA, 2019).
*B-PF 6 - Understand the role cultural, social, and environmental impacts have on student success (ASCA, 2019).
*B-PF 7 - Demonstrate leadership through a comprehensive school counseling program (ASCA, 2019).
*B-PF 8 - "Demonstrate advocacy through a comprehensive school counseling program" (ASCA, 2019).
*B-SS 4 - Provide accurate referrals outside of the school counseling program (ASCA, 2019).
*B-SS 5 - "Consult to support student achievement and success" (ASCA, 2019).
*B-SS 6 - Collaborate with all needed shareholders to support student success (ASCA, 2019).
*B-PE 2- Counselors will be able to identify gaps that will hinder student success (ASCA, 2019).
*B-PE 5 - Counselors will report data of the school counseling program to the school community (ASCA, 2019).

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ASCA National Model & Mental Illness Program

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ASCA National Model & Mental Illness Program

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The ASCA National Model requires systematic delivery for intervention programs (ASCA, 2019). Each grade level will participate in four sessions of a mental illness awareness intervention program. This program is designed to help students and other shareholders recognize signs of undiagnosed and undetected mental illness in students (Henderson, 1993).

This program is designed to help reduce gaps between students who suffer from undiagnosed and undetected mental illness, thus leading to increased student achievement (ASCA, 2019). By recognizing signs of undetected and undiagnosed mental illness, students will be able to get adequate help (Henderson, 1993).

Furthermore, school wide reading of "The Science of Breakable Things" will encourage discussion on how to express their thoughts and feelings when it relates to mental illness (Glickman-Rogers, & Zirogiannis, 2019). This book will be added in to the curriculum of the students in their English Language Arts [ELA] class (Glickman-Rogers, & Zirogiannis, 2019). The ASCA National Model encourages intervention programs to be included in curriculum to promote student readiness and success (ASCA, 2019).

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School Counselors- School counselors are required to conduct the four sessions for students. They will be required to give the pre and post survey to understand if students can recognize signs of mental illness. They will also be required to keep data of the number of students they are seeing for mental health concerns.

Teachers- Teachers will be required to create a safe space to encourage their students to come forward about their own concerns or concerns of a peer. Teachers will then be required to share these concerns with school counselors.

Administrative Staff- The administrative team must be supportive of teachers creating a safe space for their students. Additionally, they must be supportive of the school counselors and their programs to support undetected and undiagnosed mental illness. Furthermore, they should be able to recognize the signs of mental illness as well and bring concerns to the school counselors.

Students- Students will be able to recognize the signs of mental illness in themselves and in their peers. They will create a safe place for their peers should their peers need to discuss any concerns they may have. Students will be able to bring these concerns to a teacher, counselor, or administrative representative without fear of retribution.

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American School Counselor Association. (2019a). ASCA National Model: A framework for school counseling programs (4th ed.). Alexandria, VA: Author.

Glickman-Rogers, A., & Zirogiannis, B. (2019). SENDING A POWERFUL MESSAGE: How one middle school used literature to break down the stigma associated with mental illness. Literacy Today, 37(2), 44.

Henderson, P. (1993). Coping with mental illness: A program for middle school     students. Elementary School Guidance & Counseling, 27(3), 198-208.

MGHClayCenter. (2019). Self-Care in Middle School. [Video]. Youtube.

The Oregonian. (2019). Anxiety and Depression in Kids: Healthy from Head to Toe. [Video]. Youtube.